Language regulation in the English Language classroom the case of the Eastern region

Abstract

The effects of language regulation have been seen to be positive as it makes learners more aware of their errors and allows for learner generated repair (Lyster & Ranta, 1997). In spite of this, studies in the area of language regulation place little or no emphasis on language regulation. This study investigated language regulation, or the negotiation of acceptability and correctness in language, in English as a second language classroom. The study examined the practices of language regulation in the classroom, to understand the factors that inform the regulation of language in the classroom and to determine who takes on the responsibility of language regulation in the classroom. Through purposive sampling, data were collected from recordings of classroom interactions and interviews from eight classrooms (360 students; 24teachers) in senior high schools in the Koforidua Township. The findings showed that second language speakers reject the idea of anything goes and take on language expert roles, resulting in explicit and implicit regulation of language. The study also showed that the language regulation of one’s language was triggered mostly by nonconformity or mutual understanding. Finally, the results revealed that language can be regulated by language teachers, students, other teachers and the native speaker (in this case, the dictionary). Based on the findings, it is argued that classroom language needs to be regulated in order to improve L2 learners’ competence and performance.